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The Emergence of a Large Disadvantaged Group after the Earthquake Disaster in Turkey on February 6, 2023, and Investigation of Inclusive Education Policy

Mazhar Bal*

Department of Turkish and Social Sciences Education, Akdeniz University, Antalya, Turkey.

Periodicity:January - March'2024
DOI : https://doi.org/10.26634/jpsy.17.3.19807

Abstract

The aim of this study is to examine the precautions and policies of the Ministry of National Education (MoNE) in the preearthquake period for disadvantaged groups that may be affected by earthquakes. One out of five students in Turkey was affected by the February 6, 2023, earthquake in the country. In terms of the education system, the earthquake caused psychological problems, difficulty accessing education, and economic issues. MoNE has not provided inclusive training for teachers for the education of children directly affected by earthquakes in the last five years. There is a teacher module for inclusive education for children affected by disasters, but there is no educational content for students directly affected by the earthquake.

Keywords

Turkey, Ministry of National Education Policy, Inclusive Education, Earthquake, Disadvantaged Group, Psychological Problems, Difficulty Accessing Education, Economic Issues.

How to Cite this Article?

Bal, M. (2024). The Emergence of a Large Disadvantaged Group after the Earthquake Disaster in Turkey on February 6, 2023, and Investigation of Inclusive Education Policy. i-manager’s Journal on Educational Psychology, 17(3), 35-45. https://doi.org/10.26634/jpsy.17.3.19807

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The Emergence of a Large Disadvantaged Group after the Earthquake Disaster in Turkey on February 6, 2023, and Investigation of Inclusive Education Policy

Abstract

Keywords

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